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高二英语必修五unit1语法总结讲课教案

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精品文档 精品文档 Unit 1 语法重点 非谓语动词：to do/doing 一、动词不定式 不定式可以用来做主语、表语、定语、状语、宾语、独立成分，表示比较具体的意义。 （1）做主语 ① 动词不定式短语 To master a foreign language is no easy job. To see this film is to waste time. To solve this problem is out of the question ② 为平衡整个句子，避免头重脚轻，常用it做形式主语，而将真正主语不定式放后面，用于这种形式是一些特定的结构。例如： 1）谓语部分是系表结构，表语是某些形容词或名词。例如： It is foolish to do in this way. It sounds reasonable to do it this way. 2）某些动词做谓语时。例如： It took much time to do this. It makes us excited to think about that. (2) 做表语 表示打算、计划、命令和要求，用于appear, seem, happen等系动词后面 Such questions are to be avoided. What he said proved to be true. He seems to be ill. (3) 做定语 做定语时不定式一般紧跟其所修饰名词或代词后面。例如： He was the first one to come this morning. He didn’t have the chance to go to school in the past. 如果不定式是不及物动词时，应注意其相应介词的搭配。例如： He has nothing to worry about. She is a very nice person to work with. (4) 作状语 不定式作状语可以表示目的、原因和结果。 ① 表目的常用in order to, so as to,等结构但so as to只能放在主句之后。 Check your homework so as to avoid mistakes. She goes home (in order) to see her grandmother every week. ② 表结果常用only to do, enough to do, too…to do等句型，不定式短语作结果状语具有“意料之外”之意。 He is too excited to speak anything. I hurried to his house, only to find him out. ③原因 She seemed surprised to see us. He is sorry for what he did to think of his past. -不定式作方式状语时，通常采用as if 或 as though + to 的结构，其意为“好像要……”。 He raised his hand as if to hit me. She took out a pen and a piece of paper as though to write something. (5) 做宾语 精品文档 精品文档 ① 某些及物动词要用动词不定式作宾语, 以下及物动词常用动词不定式作宾语： agree, ask, attempt, choose, continue, decide, desire, determine, expect, forget, hope,,intend, learn, manage, mean, offer, prefer,,promise, refuse, try，want, wish等。例如： ② 动词不定式作宾语时，如其后有补足语，则可以用先行语it作形式宾语，而将真正宾语动词不定式后移，用于该形式的常见动词有：believe, consider, feel, guess, imagine, know, make, prove, realize, see, show, suppose, think, understand, find等。例如： I felt it useless for us to say anything further. I made it a rule to get up early, take a cold bath, and then do some running. (6) 做宾语补足语 ① 带to的不定式做宾补 有相当数量的及物动词或短语可以接带to的不定式做宾补。例如： I shall try to persuade her to see the doctor. The villagers didn’t allow them to do this. I will ask them to leave the company. I shall persuade him to take the medicine. ② 不带to的不定式做宾补 也有一些及物动词后接不带to的不定式作宾补，常见的有使役动词类：make, let, have；感官动词类：see, watch, look at, notice, observe, hear, listen to, smell, feel等。但在被动结构中要带to (let除外)。例如： Someone saw him enter my room. He was seen to enter my room. The boy made the baby laugh. The baby was made to laugh (7)“疑问词+不定式”相当于这些疑问代词和副词引导的名词性从句。常见引导该形式的动词有：decide, find out, forget, inquire, know, learn, remember, see, settle, think, 在句子中可以做主语、宾语或表语。例如： What to do next has not been decided. = What will do next has not been decided. What worries me most is how to do it. = What worries me most is how we will do it. I don’t know when to leave. = I don’t know when we will leave.

(10) 动词不定式的复合结构 ① 不定式的复合结构做主语时，常见用两种特定句型: “It is + adj. for / of sb. to do sth.” 和 “It is + n. of sb. to do sth”。例： It is easy for us to understand the sentence. It is clever of you to do that.

二、动名词 动名词是一种非谓语形式，起名词的作用，但带有动词的特征，可以有自己的宾语和状语，构成动名词短语。 1.动名词的用法 (1) 做主语 ① 动名词做主语表示比较抽象、习惯性和经常性的意义.例如： Saying is easier than doing. Collecting stamps is a good hobby. ② 为平衡整个句子，避免头重脚轻，常用it做形式主语，而将真正主语不定式放后面，用于这种形式是一些特定的结构。例如： 1) 谓语部分是系表结构，表语是某些形容词。例如： 精品文档 精品文档 It’s interesting planning a holiday. It’s rather tiring walking around in a city. 2) 当use，good，waste，bore，fun，shame，encouragement，等名词作表语时，通常用it作形式主语，把作为真正主语的动名词后置。例如： It’s no use talking to him again. = There is no use talking to him again. It’s no good refusing to do it. = There is no good refusing to do it.

(2) 作宾语 某些动词或短语动词后面可以接动名词,见下表： 特定动词 + doing 短语动词 + doing avoid, admit, advise, allow, permit, bear, stand, delay consider, complete, finish, risk, mind, miss, imagine, enjoy, , practise, suggest 等 be worth, can’t help, can’t stand, feel like, insist on, succeed in, give up, spend / waste time / money (in), have / find difficulty / trouble/ time (in) 等

① 放在介词on; upon，after等后面时，例如： On arriving Beijing, he went to see his friend. After standing in the queue for hours, we got good seats. ③ 有些后面可跟动名词也可以跟不定式，意义区别不大。常见的动词有：start, like, hate, love, continue, prefer, attempt, intend, propose等。 He began learning (to learn) English at the age of five. ④有些动词后面可跟动名词也可以跟不定式，意义区别大。见下表： try to do sth. （努力去做） try doing sth. （试着、尝试做） remember to do sth （记得要做） remember doing sth.（记得做过） forget to do sth. （忘记要做某事） forget doing sth. (忘记做过某事） mean to do sth. （打算做某事） mean doing sth. （意味着） can’t help to do sth. （不能帮助做某事） can’t help doing sth.（禁不住做某事） stop to do sth. （停下来去做另一件事） stop doing sth. （停止做某事） go on to do sth. （接下来做另一件事） go on doing sth. （继续做同一件事） regret to do sth （遗憾要做某事） regret doing sth （后悔做过某事）

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人教版高中英语必修5unit1语法课件

人教版高中英语必修5unit1语法课件


drunken man
一个醉鬼
a returned student
一名留学生
a retired teacher
一名退休教师
an escaped prisoner 一名逃跑的囚犯
by-gone days
过去的岁月
2、过去分词作后置定语，表示被动和／或完 成意义。
e.g.：How I regretted the hours wasted in the woods!
Complete the following sentences:
1) John Snow ____ _______ __(专注于) scientific research. 2) He worked hard until he____ __ _____(得出结论) in 1854. 3) 那次事故不怪孩子们. The children ____ _____ _____ ____ for the accident. 4) It’s very dangerous to ____ ______ ___ the virus without any protection(直接暴露在这种病毒下). 5) 人们既不知道它的病原，也不了解它的治疗方法．
to be noisy
to change
to describe
2. To study the phrases: make a face make friends make money make sure make up one’s way to make a decision make room for
我们要去看那座建于几百年前的桥。
Practice: Change the following Past Participle into clauses.
人教版 高中英语 必修5 unit1 知识讲解 过去分词作表语和定语

人教版 高中英语 必修5 unit1 知识讲解 过去分词作表语和定语

人教版高中英语必修5 unit1 过去分词作表语和定语概念引入今天我们要学习过去分词作表语和定语的用法。

先看下面这些句子：1. But he became inspired when he thought about helping ordinary people exposed to cholera.(inspired过去分词作表语；exposed过去分词作定语)2. So many thousands of terrified people died every time there was an outbreak.(terrified过去分词作定语)3. He became interested in two theories that possibly explained how cholera killed people.(interested 过去分词作表语)4. From the stomach the disease quickly attacked the body and soon the affected person died.(affected过去分词作定语)5. He was determined to find out why. （determined过去分词作表语）6. He found that it came from the river polluted by the dirty water from London.(polluted过去分词作定语)上面句子中的黑体词都是过去分词，句1（inspired）、句3、句5中的三个词跟在系动词became、was后作表语；而句1（exposed）、句2、句4、句6中的四个词放在名词前或后修饰名词，作定语。

那么过去分词是什么？有什么作用？我们将在本单元和下两个单元中与同学们一起学习。

语法讲解英语中动词如果不作谓语时叫非谓语动词。

高二英语必修五Unit 1 Great scientists教案

高二英语必修五Unit 1 Great scientists教案

高二英语必修五Unit 1 Great scientists教案

Unit 1 GreaThe First Period Reading Teaching goals教学目标Target language 目标语言 a. 重点词汇和短语 attendl, severe, pub, immediately, handluctor, pubulude, steam engine, virus, put forward, make a conclusion, exb. 重点句式 To prevappening agaw suggested that ... P3 2. Ability goals 能力目标 Enabludalk abouandLearning ability goals学能目标abludlearn abouamouandbutions and how to organize aaTeaching important difficul教学重难点 Talk abouandTeaching methods 教学方法 Task-based activTeaching aids 教具准备 A computer and aTeaching procedures ways 教学过程与方式Ⅰ Lead-in Audgreat invand invT: Welcome bal, evI guu havd your holiday. Maybe I should say evad alife. Why? Because you havdulandNow can you tellwho invented the liggraanduter? S1: Edison invented the lights and the gra2: Tuter was invented by a group of AmericaⅡ Warming up First, aquabout gread, ask all the studquiz and find out who knowT: You know our llosely relatedandWe benefit a lan you name out as maas possible? S1: New2: Wa: Franklample answers:Archimedes, Ancient Greek (287-212 BC), a mathematician. 2. Charles Darwin, Britain (1808-1882). The nabgThomas Newcomen, British (1663-1729), an invam engGregor Mendela botanist and garie Curie, Polish and French, aandThomas Edison, American, an invLeonardo da Vinci, Italian, an aHumphry Davy, Ban inventor andZhang Heng, aa, an inv0Hawking, BaⅢ Pre-reading Guddiscuss the quage 1 waThen audwuragudxdT: Now, class, please look at the slide. Discuquwith your paThen I’ll audww the followingWhat do you know abouus diseases? What do you know about cholera? Do you know how to prove a new ideaarch? What order would you puven in? Just guample answer 1: S1: LInfectious diseases can be spread easily. They have an unknown cause and may do great hal2: People could be exposedus diseaay animals, such as bird flu: AIDS, SARS aus disea: Infectious diseases are difficult to cuample answer 2: S1: I know sth. about it. First we should findblem. Ta solu2: We should collect as muation as possibl: Analyzing resulant stag: Before we make a concluary for uaagample answer 3: S1: I think “Find a problem” should bag2: “Make up a question” should followag: “Ta method”, “Collect results” and “Analyze results” are after tha: Of course, before “Make a conclusion”, we should “Repeaary”. T: Well done! When we walvblwe should find oublem, dave your findings, and then make a conclusion. This is aand objective waarching. Now let’w dw didaⅣ Reading Ludwhole passage andwork ouaningw words and structures using context. T: Tleraury London was devastating. Many people died without knowing the reason. It was dw who savedle. Please look aLet’s read the whole passage and find answquw the quWhat conditions allowed cholera develop? 2. Why do youle believed that cholera multipliedair without reason?What evidence didw gavle that idea 2 was right? Sample answers: S1: The dirty water madlera develop quickl2: Because people could not understand its cause and could not get it curedle imagined thaus gaair caused the dea: He found that madeaths were near the water pump while some areas far awawater pump had no deawle were askeduse the water pudisease began to slow down. In this waw had shown that cholera was spread by germs anda cloud of gaⅤ Text analyzing Audanalxt in grouT: Now class. Can you tell me what stylassage belongs to? S1: IaT: Please look aaThe chart shows that each paragraxt explaw’s stagarch. Please read the text and find out the general idea of each paragraph and maage with each paragraph. Discugroups, andur answParagraphs StagesGeneral idea2ample answers: S1: My group’: stage one “Find a problem” is expressed in paragraThe general idea is l:w wanted to find the caulera. S2: Our answer is l: paragraph two exd stage “Make up a question”. The general idea is l:w wanted to prove wwa: “Ta method”d stage. Andained in paragraThe general idea is l:w collected datawho were ill or died and wgwa: The fourth stage “Collect results” laragraph four. Its general idea is l:w plotted informaa mad out wle died or did not d: Our group believe paragraph five contaagw’s research. The general idea is l:w analysed the waat was the caullag“Analults”: The sixth stage is “Repeaary”. Iainedxth paragraph. The general idea is l:w tried to findvidlu: The last paragraph is abouventh stage “Make a conclusion”. Its general idea is l: The polluted dirty source of drinking water was to blaauLondon cholera. AuduanswaParagraphStagesGeneral ideas 1Find a problemThe caulera 2Make up a questionTblTa methodCollect data on

【教育学习文章】高二英语必修五Unit 1 Great scientists教案

【教育学习文章】高二英语必修五Unit 1 Great scientists教案

高二英语必修五Unit 1 Greatscientists教案Unit1GreatscientistsTheFirstPeriodReadingTeachinggoals教学目标.Targetlanguage目标语言a.重点词汇和短语attend,control,severe,pub,immediately,handle,instru ctor,pump,contribute,conclude,steamengine,virus,put forward,makeaconclusion,exposetob.重点句式Topreventthisfromhappeningagain,johnSnowsuggestedth at...P32.Abilitygoals能力目标Enablethestudentstotalkaboutscienceandscientists.3.Learningabilitygoals学能目标Enablethestudentstolearnaboutsomefamousscientistsandtheircontributionsandhowtoorganizeascientificresea rch.Teachingimportant&difficultpoints教学重难点Talkaboutscienceandscientists.Teachingmethods教学方法Task-basedactivities.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠLead-inAskthestudentstothinkofsomegreatinventionsandinvent orsinhistory.T:welcomebacktoschool,everyone.Iguessmostofyouhavee njoyedyourholiday.maybeIshouldsayeveryonehasenjoyed ascientificlife.why?Becauseyouhaveenjoyedtheresults ofthescienceandscientists.Nowcanyoutellmethescienti stswhoinventedthelights,thegramophoneandthecomputer?S1:Edisoninventedthelightsandthegramophone.S2:ThefirstcomputerwasinventedbyagroupofAmericanscientists.StepⅡwarmingupFirst,asksomequestionsaboutgreatscientists.Second,a skallthestudentstotrythequizandfindoutwhoknowsthemo st.T:youknowourlifeiscloselyrelatedtoscienceandscienti sts.webenefitalotfromthem.canyounameoutasmanyscient istsaspossible?S1:Newton.S2:watt.S3:Franklin.Sampleanswers:.Archimedes,AncientGreek,amathematician.2.charlesDarwin,Britain.ThenameofthebookisoriginofS pecies.3.ThomasNewcomen,British,aninventorofsteamengine.4.Gregormendel,czech,abotanistandgeneticist.5.mariecurie,PolishandFrench,achemistandphysicist.6.ThomasEdison,American,aninventor.7.LeonardodaVinci,Italian,anartist.8.SirHumphryDavy,British,aninventorandchemist.9.ZhangHeng,ancientchina,aninventor.0.StepperHawking,British,aphysicist.StepⅢPre-readingGetthestudentstodiscussthequestionsonpage1withtheir partners.Thenaskthestudentstoreporttheirwork.Encour agethestudentstoexpresstheirdifferentopinions.T:Now,class,pleaselookattheslide.Discussthesequesti onswithyourpartners.ThenI’llasksomestudentstoreporttheirwork.Showthefollowingonthescreen.whatdoyouknowaboutinfectiousdiseases?whatdoyouknowaboutcholera?Doyouknowhowtoproveanewideainscientificresearch?whatorderwouldyouputthesevenin?justguess.Sampleanswer1:S1:Letmetry.Infectiousdiseasescanbespreadeasily.The yhaveanunknowncauseandmaydogreatharmtopeople.S2:Peoplecouldbeexposedtoinfectiousdiseases,somayan imals,suchasbirdflu.S3:AIDS,SARSareinfectiousdiseases.S4:Infectiousdiseasesaredifficulttocure.Sampleanswer2:S1:Iknowsth.aboutit.Firstweshouldfindtheproblem.The n,thinkofasolution.S2:weshouldcollectasmuchinformationaspossible.S3:Analyzingresultsisthemostimportantstage.S4:Beforewemakeaconclusion,itisnecessaryforustorepe atsomestagesorprocesses.Sampleanswer3:S1:Ithink“Findaproblem”shouldbethefirststage.S2:“makeupaquestion”shouldfollowthefirststage.S3:“Thinkofamethod”,“collectresults”and “Analyzeresults”areafterthat.S4:ofcourse,before“makeaconclusion”,weshould“Repeatifnecessary”.T:welldone!whenwewanttosolvesomeproblems,firstwesho uldfindouttheproblem,dosomeresearchonit,proveyourfi ndings,andthenmakeaconclusion.Thisisascientificando bjectivewayofresearching.Nowlet’sseehowdoctorjohnSnowdidhisresearch.StepⅣReadingLetthestudentsskimthewholepassageandtrytoworkoutthe meaningsofthenewwordsandstructuresusingcontext.T:TheeffectofcholerainthenineteenthcenturyLondonwas devastating.manypeoplediedwithoutknowingthereason.I twasdoctorjohnSnowwhosavedthepeople.Pleaselookatthe screen.Let’sreadthewholepassageandfindanswerstothequestions.Showthequestionsonthescreen..whatconditionsallowedcholeradevelop?2.whydoyouthinkpeoplebelievedthatcholeramultipliedi ntheairwithoutreason?3.whatevidencedidjohnSnowgathertoconvincepeoplethat idea2wasright?Sampleanswers:S1:Thedirtywatermadethecholeradevelopquickly.S2:Becausepeoplecouldnotunderstanditscauseandcouldn otgetitcured.Sopeopleimaginedthatsomepoisonousgasin theaircausedthedeaths.S3:Hefoundthatmanyofthedeathswerenearthewaterpumpwh ilesomeareasfarawayfromthewaterpumphadnodeaths.Sowh enpeoplewereaskednottousethewaterpump,thediseasebeg antoslowdown.Inthisway,johnSnowhadshownthatcholeraw asspreadbygermsandnotinacloudofgas.StepⅤTextanalyzingAskthestudentstoanalyzethetextingroups.T:Nowclass.canyoutellmewhatstyleofthepassagebelongs to?S1:Ithinkitisareport.T:Pleaselookatthechartonthescreen.Thechartshowsthat eachparagraphofthetextexplainsjohnSnow’sstagesinhisresearch.Pleasereadthetextandfindoutthe generalideaofeachparagraphandmatchthestagewitheachp aragraph.Discussitingroups,andthenreportyouranswers.ParagraphsStagesGeneralideas234567Sampleanswers:S1:mygroup’sopinionisthis:stageone“Findaproblem”isexpressedinparagraphone.Thegeneralideaislikethis: johnSnowwantedtofindthecausesofcholera.S2:ouranswerislikethis:paragraphtwoexpressestheseco ndstage“makeupaquestion”.Thegeneralideaislikethis:johnSn owwantedtoprovewhichtheorywascorrect.S3:“Thinkofamethod”isthethirdstage.Anditiscontainedinparagraphthree.Th egeneralideaislikethis:johnSnowcollecteddataonthose whowereillordiedandwheretheygottheirwater.S4:Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaislikethis:johnSn owplottedinformationonamaptofindoutwherepeoplediedo rdidnotdie.S5:ourgroupbelieveparagraphfivecontainsthefifthstag eofjohnSnow’sresearch.Thegeneralideaislikethis:johnSnowanalysed thewatertoseeifthatwasthecauseoftheillness.Sothisst ageisto“Analysetheresults”.S6:Thesixthstageis “Repeatifnecessary”.Itiscontainedinthesixthparagr aph.Thegeneralideaislikethis:johnSnowtriedtofindoth erevidencestoconfirmhisconclusion.S7:Thelastparagraphisabouttheseventhstage “makeaconclusion”.Itsgeneralideaislikethis:Thepolluteddirtysourceofdrinkingwaterwastoblameforthecaus eoftheLondoncholera.Asksomestudentstoputtheiranswersinthechart.ParagraphStagesGeneralideasFindaproblemThecausesofcholera2makeupaquestionThecorrectorpossibletheory3Thinkofamethodcollectdataonwherepeoplewereillanddiedandwheretheyg ottheirwater4collectresultsPlotinformationonamaptofindoutwherepeoplediedordidn otdie5AnalysetheresultsAnalysethewatertoseeifthatisthecauseoftheillness 6RepeatifnecessaryFindotherevidencestoconfirmhisconclusion7makeaconclusionThepolluteddirtysourceofdrinkingwaterwastoblamefort hecauseoftheLondoncholeraStepⅥHomework.Getmoreinformationaboutsomeinfectiousdiseasesa ndmodernscientists.2.FinishtheExercises1,2,3onpages3and4.教后反思：在高考阅读中，常常会出现对文中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。